2012 Mississippi Curriculum Framework

Transcription

1 Mississippi Curriculum Framework Postsecondary Plumbing Technology (Program CIP: Plumbing Technology/Plumber) Direct inquiries to LaNell Kellum, PhD Director for Career and Technical Education Mississippi Community College Board 3825 Ridgewood Road Jackson, MS Published by Jo Ann Watts, MEd Instructional Design Specialist Research and Curriculum Unit P.O. Drawer DX Mississippi State, MS Office of Career and Technical Education Mississippi Department of Education Jackson, MS Research and Curriculum Unit Mississippi State University Mississippi State, MS The Mississippi Department of Education, Office of Career and Technical Education does not discriminate on the basis of race, color, religion, national origin, sex, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the nondiscrimination policies of the Mississippi Department of Education: Director, Office of Human Resources, Mississippi Department of Education, 359 North West Street, Suite 203, Jackson, Mississippi 39201,

2 2 Acknowledgments Writing Team RCU Staff Professional Curriculum Advisory Team Barry Evans, Hinds Community College, Pearl, MS Jo Ann Watts, Instructional Design Specialist Scott Kolle, Project Manager Kristen Dechert, Editor Chris Mills, Mills Plumbing, Richland, MS Darryl Jamison, VA Medical Center, Jackson, MS Mack Williams, Jackson, MS Bryan Sanders, Sanders Discount Plumbing, Richland, MS Darrell Hoffpauir, A. H. Deveney, Baton Rouge, LA Standards in this document are based on information from the following organizations: Standards for Program Contren Learning Series Best Practices Related Academic Standards 21st Century Skills Reprinted with permission from Contren Learning Series, Copyright 2005, National Center for Construction Education and Research, , CTB/McGraw-Hill LLC. (2005). Tests of adult basic education, forms 9 and 10. Monterey, CA: Author. Reproduced with permission of CTB/McGraw-Hill LLC. TABE is a registered trademark of The McGraw-Hill Companies, Inc. Copyright 2005 by CTB/McGraw-Hill LLC. Reproduction of this material is permitted for educational purposes only. Reproduced with permission of the Partnership for 21st Century Skills. Further information may be found at

3 3 Preface Plumbing Technology Research Synopsis Information listed at the end of each course was considered during the revision process. The NCCER Web site and the Contren content were especially useful in providing insight into trends and issues in the field. These references are suggested for use by instructors and students during the study of the topics outlined. Industry advisory team members from colleges throughout the state were asked to give input related to changes to be made to the curriculum framework. Specific comments related to soft skills needed in this program include maintaining a positive attitude, being at work every day and on time, and having reading and writing skills to complete work orders and other forms related to the plumbing technician field. Occupational-specific skills stated include knowledge of the fundamentals, identification of basic parts, installation, and troubleshooting. Safety practices emphasized include practicing all agricultural technician safety rules and wearing the proper safety equipment. Needs of the Future Workforce The plumbing occupation is projected to grow slightly slower than average in the United States, 10%, and slightly faster than average in Mississippi, 13% (EMSI, 2011). Job prospects will be very good for skilled individuals (U.S. Bureau of Labor Statistics, 2010). Plumbing Technology Employment Projections and Earnings Region 2011 Jobs 2020 Jobs Change % Change Openings 2011 Median Hourly Earnings Regional Total 16,572 18,749 2,177 13% 5,259 $18.19 National Total 1,323,688 1,453, ,562 10% 386,504 $22.47 Source: EMSI Complete Employment Curriculum The following national standards were referenced in each course of the curriculum: CTB/McGraw-Hill LLC Tests of Adult Basic Education, Forms 9 and 10 Academic Standards 21st Century Skills Contren Best Practices from the National Center for Construction Education Research Industry and instructor comments, along with current research, were considered by the curriculum revision team during the revision process, and changes were made as needed and appropriate. Many of the skills and topics noted in the research were already included in the curriculum framework. Specific changes made to the curriculum at the October 12, 2011, curriculum revision meeting included the following:

4 4 Removed references to Pipefitting (PPV/) to all courses except for Oxyfuel Cutting and Steam Traps Fundamentals of Plumbing/Pipefitting PPV/PCT 1113 Description: Job safety and health, including first aid. Also, occupational hazards and the scope of the OSHA law. Includes pipefitting and plumbing fittings, valves, hangers, and general trade fitting identification. Included are screwed, welded, flanged, soldered, brazed, glued, compression, and flared fittings. Identification and use of pipefitting and plumbing tools used in today s piping industry. Changed to Fundamentals of Plumbing PCT 1113 Description: This course includes basic safety, an introduction to construction math, and introduction to hand and power tools, an introduction to construction drawings, and rigging. (3 sch: 2 hr lecture, 2 hr lab) Integrated the Contren Core in PCT 1113 Fundamentals of Plumbing Pressure Boilers PPV/PCT 1411 changed to Low Pressure Boilers PCT 1411 Reviewed competencies and objectives to ensure accuracy and appropriateness Clarified content that relates to the Contren Best Practices Updated the Recommended Tools and Equipment list to reflect the tool list for successful competition of Plumbing Technology theory and content Assessment Students will be assessed using the MS-CPAS2 Assessment, unless an alternative assessment is approved. Students are assessed using the Plumbing Technology MS-CPAS2 test. The MS-CPAS2 blueprint can be found at a. A student s technical skill attainment for completion of the Career Certificate will be assessed utilizing the MSCPAS Career Certificate (Y1) assessment score. b. A student s technical skill attainment for the Technical Certificate and/or the Associate of Applied Science degree will be assessed utilizing the student s MSCPAS Career Certificate (Y1) assessment and MSCPAS Technical Certificate (Y2) assessment. c. Timing of Y1 and Y2 Assessments: a. A student may complete the Y1 assessment upon application for the Career Certificate. b. A student may complete the Y2 assessment upon application for the Technical Certificate or the Associate of Applied Science Degree (scores for the Y1 and Y2 assessments are averaged.) c. A student may complete both the Y1 and the Y2 assessment upon application for the Technical Certificate or the Associate of Applied Science Degree (scores for the Y1 and Y2 assessments are averaged. If there are questions regarding assessment of this program, please contact the Instructional Design Specialist at the Research and Curriculum Unit at Alternate tests could be from NCCER or the International Code Council.

5 5 Professional Learning Instructors should participate in professional learning related to the following concepts: How to use the program Blackboard Differentiated instruction To learn more about differentiated instruction, please go to and click on Differentiated Instruction. Work through this online course and review the additional resources. 21 st Century Skills To learn more about 21 st Century Skills, please go to and click on Overview 21 st Skills Framework. Related Academics To learn more about Related Academics, please go to and click on the TABE logo and learn about the most up-to-date standards of the TABE exam. Program Exceptions No program exceptions exist at this time. Articulation for Secondary to Postsecondary Programs Articulation credit from secondary Plumbing to postsecondary Plumbing Technology is available upon implementation of this curriculum by the college. Secondary students who have completed the articulated secondary Plumbing courses may be awarded articultated college credit according to Mississippi Community College Board (MCCB) guidelines. ***NOTE: Statewide Articulated Credit from secondary programs to postsecondary programs are outlined in the Mississippi Statewide Articulation Agreement that is revised annually and posted to the Mississippi Community College Board Career and Technical Education website ( Articulated Secondary Course [S] Plumbing Articulated Postsecondary Course PCT 1113 Fundamentals of Plumbing (Program CIP: Plumbing Technology/Plumber) Statewide Guidelines on Articulated Credit Eligibility To be eligible for articulated credit, a student must: Complete the articulated Secondary Career and Technical Education Program

6 6 Score an 80 percent or higher on the Mississippi Career Planning and Assessment System (MS-CPAS2) in their secondary program of study To be awarded articulated credit, a student must: Enroll in the community or junior college within 18 months of graduation Articulated courses are transcribed immediately upon enrollment at a community college How MS-CPAS2 will be documented The Research and Curriculum Unit of Mississippi State University will provide MS- CPAS2 scores, CIP Codes, district codes, secondary pathway name, and college numbers (identified by each student as colleges of interest) to Mississippi Department of Education to place on student transcripts. The Research and Curriculum Unit of Mississippi State University will provide MS- CPAS2 scores, CIP Codes, district codes and college number to the MCCB. The MCCB will forward the list of students eligible for articulated credit to the colleges. Transcripting of Articulated Credit Time Limit Cost Articulated credit will be transcripted immediately upon college enrollment No grade will be given on the transcript for articulated courses, only hours granted will be transcripted (thus resulting in no change in quality points) MS-CPAS2 scores will be accepted to demonstrate competencies for up to 18 months after high school graduation No costs will be assessed on hours earned through articulated credit Mississippi Workforce Advantage The primary purpose of career and technical education (CTE) and workforce education (WE) is to prepare present and future workers for high-wage, high-skill, and high-demand occupations in current or emerging professions. Additionally, CTE and WE programs aim to offer Mississippians opportunities that correspond to labor-market demands with multiple entrance and exit requirements that result in portable and stackable credentials for industry, certificationbased training, and coursework. A stackable credential is a career or college certificate program

7 7 that builds, or stacks, with other certificate programs with the purpose of reengaging adults in school in order to prepare them for college and next step -level employment. Through this collaborative initiative, CTE and WE curricula are developed in credit-bearing course hours and in WE modules to provide statewide standards for awarding college credit for technical, industry-recognized certificates. The designated WE curriculum module s content articulates a specific number of college credits and aligns to all credit-bearing course competencies. A secondary goal of Mississippi Workforce Advantage is to increase student and participant enrollment, participation, and completion of credit-bearing programs. Strategies to promote transition to and success within the credit-bearing program are essential to the goal of helping students earn credentials, certificates, and degrees. Ongoing professional development for all stakeholders will be offered to ensure success. A copy of the CTE to WE curriculum modules is located on the RCU Web site at

8 8 Foreword As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Career technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career technical programs. Federal and state legislation calls for articulation between high school and community college programs, integration of academic and career skills, and the development of sequential courses of study that provide students with the optimum educational path for achieving successful employment. National skills standards, developed by industry groups and sponsored by the U.S. Department of Education and Labor, provide career and technical educators with the expectations of employers across the United States. All of these factors are reflected in the framework found in this document. Referenced throughout the courses of the curriculum are the 21st Century Skills, which were developed by the Partnership for 21st Century Skills, a group of business and education organizations concerned about the gap between the knowledge and skills learned in school and those needed in communities and the workplace. A portion of the 21st Century Skills addresses learning skills needed in the 21st century, including information and communication skills, thinking and problem-solving skills, and interpersonal and self-directional skills. Another important aspect of learning and working in the 21st century involves technology skills. The International Society for Technology in Education, developer of the National Educational Technology Standards (NETS), was a strategic partner in the Partnership for 21st Century Skills. Each postsecondary program of instruction consists of a program description and a suggested sequence of courses that focus on the development of occupational competencies. The MS- CPAS2 blueprints are based upon the suggested course sequences to allow for Career Certificate (Y1) and Technical Certificate (Y2) assessments for all exit options. Please refer to the blueprint online. Each career technical course in this sequence has been written using a common format, which includes the following components: Course Name A common name that will be used by all community and junior colleges in reporting students Course Abbreviation A common abbreviation that will be used by all community and junior colleges in reporting students Classification Courses may be classified as the following:

9 9 o Career technical core A required career technical course for all students o Area of concentration (AOC) core A course required in an area of concentration of a cluster of programs o Career technical elective An elective career technical course o Related academic course An academic course that provides academic skills and knowledge directly related to the program area o Academic core An academic course that is required as part of the requirements for an associate s degree Description A short narrative that includes the major purpose(s) of the course and the recommended number of hours of lecture and laboratory activities to be conducted each week during a regular semester Prerequisites A listing of any courses that must be taken prior to or on enrollment in the course Corequisites A listing of courses that may be taken while enrolled in the course Competencies and Suggested Objectives A listing of the competencies (major concepts and performances) and the suggested student objectives that will enable students to demonstrate mastery of these competencies The following guidelines were used in developing the program(s) in this document and should be considered in compiling and revising course syllabi and daily lesson plans at the local level: o The content of the courses in this document reflects approximately 75% of the time allocated to each course. The remaining 25% of each course should be developed at the local district level and may reflect the following: o Additional competencies and objectives within the course related to topics not found in the state framework, including activities related to specific needs of industries in the community college district o Activities that develop a higher level of mastery on the existing competencies and suggested objectives o Activities and instruction related to new technologies and concepts that were not prevalent at the time the current framework was developed or revised o Activities that include integration of academic and career technical skills and course work, school-to-work transition activities, and articulation of secondary and postsecondary career technical programs o Individualized learning activities, including work-site learning activities, to better prepare individuals in the courses for their chosen occupational areas Sequencing of the course within a program is left to the discretion of the local district. Naturally, foundation courses related to topics such as safety, tool and equipment usage, and other fundamental skills should be taught first. Other courses related to specific skill areas and related academics, however, may be sequenced to take advantage of seasonal and climatic conditions, resources located outside of the school, and other factors. Programs that offer an Associate of Applied Science Degree must include all of the required

10 10 Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. The following 2012 SACS standard applies. Section For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following: Adding new competencies and suggested objectives to complement the existing competencies and suggested objectives in the program framework. Revising or extending the suggested objectives for individual competencies Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change) In addition, the curriculum framework as a whole may be customized by doing the following: Sequencing courses within the suggested course sequence reflecting the new assessment format Developing and adding a new course that meets specific needs of industries and other clients in the community or junior college district (with MCCB approval) Adding courses listed in the Approved Career and Technical Electives List as local certificate and degree completion requirements to meet specific needs of industries and other clients in the community. The Approved Career and Technical Electives are currently approved in the Uniform Course Numbering Book; therefore, MCCB approval is not required.

11 11 Table of Contents Acknowledgments... Error! Bookmark not defined. Preface... Error! Bookmark not defined. Foreword... Error! Bookmark not defined. Program Description... Error! Bookmark not defined. Suggested Course Sequence for Career Certificate Option... Error! Bookmark not defined. Suggested Course Sequence for Technical Certificate Option... Error! Bookmark not defined. Suggested Course Sequence for Associate Degree Option... Error! Bookmark not defined. Plumbing Technology Courses... Error! Bookmark not defined. Fundamentals of Plumbing... Error! Bookmark not defined. Blueprint Reading for Plumbing... Error! Bookmark not defined. Low Pressure Boilers... Error! Bookmark not defined. Tacking, Brazing, and Burning... Error! Bookmark not defined. Sketching... Error! Bookmark not defined. Rigging and Signaling... Error! Bookmark not defined. Piping Level/Transit... Error! Bookmark not defined. Drainage and Sewer Systems... Error! Bookmark not defined. Heating Devices... Error! Bookmark not defined. Gas Piping... Error! Bookmark not defined. Domestic Systems... Error! Bookmark not defined. Plumbing Fixtures Lab... Error! Bookmark not defined. Backflow Cross Connection... Error! Bookmark not defined. Advanced Plumbing Lab... Error! Bookmark not defined. Special Project in Plumbing... Error! Bookmark not defined. Supervised Work Experience in Plumbing... Error! Bookmark not defined. Work-Based Learning I, II, III, IV, V, and VI... Error! Bookmark not defined. Appendix A: Course References... Error! Bookmark not defined. Appendix B: Standards for Contren Learning for the Plumbing Technology ProgramError! Bookmark not defi Appendix C: Related Academic Standards... Error! Bookmark not defined. Appendix D: 21 st Century Skills... Error! Bookmark not defined.

12 12 Program Description The Plumbing Technology program prepares a person for advanced placement in plumbing and related fields. Graduates of this program can take the journeyperson exam and become employed as supervisors, instructors, material expeditors, inspectors, estimators, consultants, employers, or contractors. This document was developed with the use of the competencies and objectives as prepared by the National Center for Construction Education and Research, along with applicable national, state, and local codes. The Plumbing Technology program offers a Career certificate, Technical certificate and/or an Associate of Applied Science Degree.

13 13 Suggested Course Sequence Plumbing Technology Career Certificate Option A Career Certificate will be awarded upon completion of the required courses for the Career Certificate option in Plumbing Technology. *PCT 1113 Fundamentals of Plumbing 3 sch: 2 hr. lecture, 2 hr. lab *PCT 1333 Blueprint Reading for Plumbing 3 sch: 1 hr. lecture, 4 hr. lab *PCT 1411 Low Pressure Boilers 1 sch: 2 hr. lab *PCT 1443 Piping Level/Transit 3 sch: 1 hr. lecture, 4 hr. lab *PCT 1513 Drainage and Sewer Systems 3 sch: 1 hr. lecture, 4 hr. lab *PCT 1612 Heating Devices 2 sch: 1 hr. lecture, 2 hr. lab *PCT 1622 Gas Piping 2 sch: 1 hr. lecture, 2 hr. lab *PCT 1712 Domestic Systems 2 sch: 4 hr. lab *PCT 1722 Plumbing Fixtures Lab 2 sch: 4 hr. lab *PCT 1732 Backflow Cross Connection 2 sch: 1 hr. lecture, 2 hr. lab *PCT 1743 Advanced Plumbing lab 3 sch: 1 hr. lecture, 4 hr. lab Career/Technical Electives Total Semester Credit Hours for a Career Certificate 4 sch 30 sch *These course competencies will be assessed in the MSCPAS2 Career certificate (Y1) assessment. Students who lack entry level skills in math, English, science, etc. will be provided related studies.

14 14 Suggested Course Sequence Plumbing Technology Technical Certificate Option A Technical Certificate will be awarded upon completion of all required Career Certificate courses AND the following required Technical Certificate courses in the Plumbing Technology program. Career Certificate 30 sch *PCT 1213 Tacking, Brazing and Burning 3 sch: 1 hr. lecture, 4 hr. lab *PCT 1323 Sketching 3 sch: 2 hr. lecture, 2 hr. lab *PCT 1812 Rigging and Signaling 2 sch: 1 hr. lecture, 2 hr. lab DDT 2243 Cost Estimating 3 sch: See Appropriate CTE Program Description Career/Technical Elective 3 sch: See Appropriate CTE Program Description PCT 1911 Special Project in Plumbing 1 sch: 2 hr. lab Total Semester Credit Hours for a Technical Certificate 45 sch *These course competencies will be assessed in the MSCPAS2 Career certificate (Y1) assessment.

15 15 Suggested Course Sequence Plumbing Technology Associate of Applied Science Degree Option To receive the Associate of Applied Science Degree in Plumbing Technology, a student must complete all of the required Career Certificate courses, Technical Certificate courses AND a minimum of 15 semester hours of General Education Core Courses. The courses in the General Education Core may be spaced out over the entire length of the program so that students complete some academic and Career Technical courses each semester. Each community college specifies the actual courses that are required to meet the General Education Core Requirements for the Associate of Applied Science Degree at their college. The following 2012 SACS standard applies. Section For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. A student must complete the following minimum credit requirements for the AAS Degree Option: Career Certificate Technical Certificate General Education Core Courses Total Semester Credit Hours for the Associate of Applied Science Degree 30 credits minimum 15 credits minimum 15 credits minimum 60 credits minimum hours earned as a compilation of Career, Technical, and Academic credit hours. Approved Career Technical elective courses have been included to allow community colleges and students to customize programs to meet the needs of industries and employers in their area. In order to provide flexibility within the districts, individual courses within a framework may be customized by doing the following: Adding new competencies and suggested objectives to complement the existing competencies and suggested objectives in the program framework. Revising or extending the suggested objectives for individual competencies Adjusting the semester credit hours of a course to be up 1 hour or down 1 hour (after informing the Mississippi Community College Board [MCCB] of the change)

16 16 In addition, the curriculum framework as a whole may be customized by doing the following: Sequencing courses within the suggested course sequence to reflecting the new assessment format Developing and adding a new course that meets specific needs of industries and other clients in the community or junior college district (with MCCB approval) Adding courses listed in the Approved Career and Technical Electives List as local certificate and degree completion requirements to meet specific needs of industries and other clients in the community. The Approved Career and Technical Electives are currently approved in the Uniform Course Numbering Book; therefore, MCCB approval is not required.

17 17 APPROVED CAREER TECHNICAL ELECTIVES FOR PLUMBING TECHNOLOGY BOT 1413 Business Accounting 3 sch: See Appropriate Program Description BOT 1713 Mechanics of Communication 3 sch: See Appropriate Program Description CST 1123 Basic Computer Systems 3 sch: See Appropriate Program Description CPT 2133 Career Development 3 sch: See Appropriate Program Description DDT 1213 Construction Materials 3 sch: See Appropriate Program Description MMT 1313 Salesmanship 3 sch: See Appropriate Program Description MMT 2213 Management 3 sch: See Appropriate Program Description MMT 2513 Entrepreneurship 3 sch: See Appropriate Program Description PCT 1323 Sketching 3 sch: 1 hr. lecture, 4 hr. lab PCT 1213 Tacking, Brazing and Burning 3 sch: 2 hr. lecture, 2 hr. lab PCT 1812 Rigging and Signaling 2 sch: 1 hr. lecture, 2 hr. lab PCT 291(1-3) Special Project in Plumbing Technology 3 sch: 2 6 hr. lab PCT 292(1-6) WBL 191(1-3) WBL 192(1-3) WBL 193(1-3) WBL 291(1-3) WBL 292(1-3) WBL 293(1-3) Supervised Work Experience in Plumbing Technology Work-Based Learning 1-6 sch: 3-18 hr. externship 1-3 sch: 3-9 hr. externship Other instructor approved electives that are listed in the MCCB approved CTE Uniform Course Numbering document.

18 18 APPROVED ACADEMIC ELECTIVES FOR PLUMBING TECHNOLOGY BAD 2413 Legal Environment of Business 3 sch: See Academic Program Description Other instructor approved electives that are listed in the MCCB approved Academic Uniform Course Numbering document.

19 19 Plumbing Technology Courses Course Name: Fundamentals of Plumbing Course Abbreviation: PCT 1113 Classification: Career Technical Core Description: This course includes basic safety, an introduction to construction math, and introduction to hand and power tools, an introduction to construction drawings, and rigging. (3 sch: 2 hr lecture, 2 hr lab) Prerequisite: None Competencies and Suggested Objectives DOK1, BSM, IPP, PLS, CDS 1. Describe general safety rules for working in a shop/lab and industry. a. Describe how to avoid on-site accidents. b. Explain the relationship between housekeeping and safety. c. Explain the importance of following all safety rules and company safety policies according to OSHA standards including addressing General Duty Clause and 1926 CFR Subpart C. d. Explain the importance of reporting all on-the-job injuries, accidents, and near misses. e. Explain the need for evacuation policies and the importance of following them. f. Explain the employer s substances abuse policy and how it relates to safety. g. Explain the safety procedures when working near pressurized or high temperature. DOK1, BSM, PLS 2. Identify and apply safety around welding operations. a. Use proper safety practices when welding or working around welding operations. b. Use proper safety practices when welding in or near trenches and excavations. c. Explain the term proximity work. DOK1, BSM, PLS 3. Identify and explain use of various barriers and confinements. a. Explain the safety requirements for working in confined areas. b. Explain and practice lockout/tagout procedures. c. Explain the different barriers and barricades, and how they are used. d. Recognize and explain personal protective equipment. e. Inspect and care for personal protective equipment. DOK1, BSM, PLS 4. Explain lifting, fall protection, and the use of ladders and scaffolds. a. Identify and explain the procedures for lifting heavy objects. b. Explain fall protection procedures. c. Inspect and safely work with various ladders and scaffolds. DOK1, BSM, PLS 5. Explain the Material Safety Data Sheet (MSDS). a. Explain the function of the MSDS.

20 20 b. Interpret the requirements of the MSDS. DOK1, BSM, PLS 6. Explain fires. a. Explain the process by which fires start. b. Explain fire prevention of various flammable liquids. c. Explain the classes of fire and the types of extinguishers. DOK1, BSM, PLS 7. Explain safety in and around electrical situations. a. Explain injuries when electrical contact occurs. b. Explain safety around electrical hazards. c. Explain action to take when an electrical shock occurs. DOK1, ICM 8. Apply basic mathematics for residential carpentry. a. Apply the four basic math skills with whole numbers, fractions, and percent. b. Use the metric system. c. Identify and read measuring tools. d. Solve basic algebraic equations. e. Calculate area and volume of simple geometric figures. f. Apply basic math to solve simple geometric figures and problems. DOK1, IHT, IPT, PLT 9. Demonstrate the use and maintenance of hand and power tools. a. Identify and discuss the use of common hand and power tools. b. Discuss rules of safety for hand and power tools. c. Select and demonstrate the use of tools. d. Explain the procedures for maintenance. DOK1, BLU 10. Read, analyze, and design a construction drawing. a. Identify terms and symbols commonly used on construction drawings. b. Interpret various symbols to locate various elements. c. Interpret a plan to determine layout. d. Interpret basic electrical specifications. e. Interpret electrical drawings, including site plans, floor plans, and detail drawings. f. Read equipment schedule. g. Explain basic layout of a construction drawing. h. Describe the information in a title block. i. Identify the lines used on construction drawings. j. Explain the architect s and engineer s scales. k. Design a construction drawing. l. Construct a structure based on a construction drawing. DOK1, RIG 11. Explain and identify safe rigging and equipment. a. Explain and practice safe rigging. b. Identify and explain rigging equipment. c. Inspect rigging equipment. DOK1 EMP 12. Describe employment opportunities and responsibilities. a. Describe employment opportunities including potential earnings, employee benefits, job availability, places of employment, working conditions, and educational

21 21 requirements. b. Describe basic employee responsibilities. 13. Demonstrate the ability to follow verbal and written instructions and communicate DOK 2 COM effectively in on-the-job situations. (DOK 1, IMH) 14. Safely handle and store materials. a. Define a load. b. Establish a pre-task plan prior to moving a load. c. Use proper materials-handling techniques. d. Choose appropriate materials-handling equipment for the task. e. Recognize hazards and follow safety procedures required for materials handling. DOK1, PPF, CPF, CIF, CSF, TVA 15. Identify and discuss basic fittings and valves related to plumbing. 16. Identify and install hangers, supports, structural, penetrations, and fire stopping materials. DOK1, HFP STANDARDS Contren Learning Series Best Practices Contren Core BSM BASIC SAFETY ( ) BSM1 BSM2 BSM3 BSM4 BSM5 BSM6 BSM7 BSM8 BSM9 BSM10 Identify the responsibilities and personal characteristics of a professional craftsperson. Explain the role that safety plays in the construction crafts. Describe what job-site safety means. Explain the appropriate safety precautions around common job-site hazards. Demonstrate the use and care of appropriate personal protective equipment. Follow safe procedures for lifting heavy objects. Describe safe behavior on and around ladders and scaffolds. Explain the importance of the HazCom (Hazard Communication Standard) requirement and MSDSs (Material Safety Data Sheets). Describe fire prevention and fire fighting techniques. Define safe work procedures around electrical hazards. ICM INTRODUCTION TO CONSTRUCTION MATH ( ) ICM1 ICM2 ICM3 ICM4 ICM5 ICM6 ICM9 Add, subtract, multiply, and divide whole numbers, with and without a calculator. Use a standard ruler, a metric ruler to measure. Add, subtract, multiply, and divide fractions. Add, subtract, multiply, and divide decimals, with and without a calculator. Convert decimals to percents and percents to decimals. Convert fractions to decimals and decimals to fractions. Recognize some of the basic shapes used in the construction industry and apply basic geometry to measure them.

22 22 IHT INTRODUCTION TO HAND TOOLS ( ) IHT1 IHT2 IHT3 Recognize and identify some of the basic hand tools and their proper uses in the construction trade. Safely use hand tools. Describe the basic procedures for taking care of these tools. IPT INTRODUCTION TO POWER TOOLS ( ) IPT1 IPT2 IPT3 Recognize and identify some of the basic hand tools used in the construction trade. Use power tools safely. Describe the basic procedures for taking care of these tools. BLU INTRODUCTION TO CONSTRUCTION DRAWINGS ( ) BLU1 BLU2 BLU3 BLU4 Recognize and identify basic blueprint terms, components, and symbols. Relate information on blueprints to actual locations on the print. Recognize different classifications of drawings. Interpret and use drawing dimensions. COM BASIC COMMUNICATION SKILLS ( ) COM1 Interpret information and instructions presented in both verbal and written form. COM2 Communicate effectively in on-the-job situations using verbal and written skills. COM3 Communicate effectively on the job using electronic communication devices. EMP BASIC EMPLOYABILITY SKILLS ( ) EMP1 Explain the role of an employee in the construction industry. EMP2 Demonstrate critical thinking skills and the ability to solve problems using those skills. EMP3 Demonstrate knowledge of computer systems and explain common uses for computers in the construction industry. EMP4 Define effective relationship skills. EMP5 Recognize workplace issues such as sexual harassment, stress, and substance abuse. IMH INTRODUCTIONTO MATERIALS HANDLING ( ) IMH1 Define a load.

23 23 IMH2 Establish a pre-task plan prior to moving a load. IMH3 Use proper materials-handling techniques. IMH4 Choose appropriate materials-handling equipment for the task. IMH5 Recognize hazards and follow safety procedures required for materials handling. RIG BASIC RIGGING ( ) RIG1 RIG2 RIG3 RIG4 RIG5 Identify and describe the use of slings and common rigging hardware. Describe the basic inspection techniques and rejection criteria used for slings and hardware. Describe the basic hitch configurations and their proper connections. Describe basic load-handling safety practices. Demonstrate proper use of American National Standards Institute (ANSI) hand signals. PLUMBING LEVEL ONE IPP INTRODUCTION TO THE PLUMBING PROFFESSION ( ) IPP1 IPP2 IPP3 IPP4 Describe the history of the plumbing profession. Identify the responsibilities of a person working in the construction industry. State the personal characteristics of a professional. Identify the stages of progress within the plumbing profession and its positive impact on society. PLS PLUMBING SAFETY ( ) PLS1 Describe the common unsafe acts and unsafe conditions that cause accidents. PLS2 Describe how to handle unsafe acts and unsafe conditions. PLS3 Explain how the cost of accidents and illnesses affects everyone on site. PLS4 Demonstrate the use and care of appropriate personal protective equipment. PLS5 Identify jobsite hazardous work specific to plumbers. PLS6 Demonstrate the proper use of ladders. PLS7 Demonstrate how to maintain power tools safely. PLS8 Explain how to work safely in and around a trench. PLS9 Describe and demonstrate the lockout tagout process. PLT PLUMBING TOOLS ( ) PLT1 Identify the basic hand and power tools used in the plumbing trade.

24 24 PLT2 Demonstrate the proper use of plumbing tools. PLT3 Demonstrate the ability to know when and how to select the proper tool(s) for tasks. PLT4 Demonstrate the proper maintenance for caring for hand and power tools. PLT5 Demonstrate how to prepare a surface for tool use. PLT6 Describe the safety requirements for using plumbing tools. PPF PLASTIC PIPE AND FITTINGS ( ) PPF1 Identify types of materials and schedules of plastic piping. PPF2 Identify proper and improper applications of plastic piping. PPF3 Identify types of fittings and valves used with plastic piping. PPF4 Identify and determine the kinds of hangers and supports needed for plastic piping. PPF5 Identify the various techniques used in hanging and supporting plastic piping. PPF6 Properly measure, cut, and join plastic piping. PPF7 Explain proper procedures for the handling, storage, and protection of plastic pipes. CPF COPPER PIPE AND FITTINGS ( ) CPF1 Identify the types of materials and schedules used with copper piping. CPF2 Identify the material properties, storage, and handling requirements of copper piping. CPF3 Identify the types of fittings and valves used with copper piping. CPF4 Identify the techniques used in hanging and supporting copper piping. CPF5 Properly measure, ream, cut, and join copper piping. CPF6 Identify the hazards and safety precautions associated with copper piping. CIF CAST-IRON PIPE AND FITTINGS ( ) CIF1 Recognize proper and improper applications of cast-iron piping. CIF2 Identify the material properties, storage, and handling requirements of carbon steel piping. CIF3 Identify the types of materials and schedules used in cast-iron piping. CIF4 Identify the types of fittings used with cast-iron piping. CIF5 Identify the various techniques used in handling and supporting cast-iron piping. CIF6 Properly measure, cut, and join cast-iron piping. CIF7 Identify the hazards and safety precautions associated with cast-iron piping. CSF CARBON STEEL PIPE AND FITTINGS ( ) CSF1 Recognize proper applications of carbon steel piping. CSF2 Identify the material properties, storage, and handling requirements of carbon steel piping. CSF3 Identify the various techniques used in hanging and supporting carbon steel piping.

25 25 CSF4 Properly measure, cut, groove, thread, and join carbon steel piping. PLUMBING LEVEL TWO HPF HANGERS, SUPPORTS, STRUCTURAL PENETRATIONS, AND FIRE STOPPING ( ) HPF1 Identify the hangers and supports used to install DWV and water supply systems, and explain their applications. HPF2 Install pipe hangers and supports correctly according to local applicable codes and manufacturer s specifications. HPF3 Modify structural members using the appropriate tools without weakening the structure. HPF4 Identify and install common types of fire-stopping materials used in penetrations through fire-rated structural members, walls, floors, and ceilings. TVA TYPES OF VALVES ( ) TVA1 Identify the basic types of valves. TVA2 Describe the differences in pressure ratings for valves. TVA3 Demonstrate the ability to service various types of valves. PLUMBING LEVEL FOUR CDS CODES ( ) CDS1 Describe the model and local plumbing codes and their purposes. CDS2 Explain the procedure for modifying plumbing codes. CDS3 Use the local plumbing code to find and cite references.

26 26 Course Name: Blueprint Reading for Plumbing Course Abbreviation: PCT 1333 Classification: Career Technical Core Description: An in-depth understanding of blueprint reading related to plumbing profession (3 sch: 1 hr lecture, 4 hr lab) Prerequisite: None Competencies and Suggested Objectives DOK1, IPD1-4, RCD Identify and interpret various symbols, notes, and terms. a. Identify terms, symbols, abbreviations, and lines used on blueprints. b. Interpret notes, specifications, and dimensions. 2. Identify, interpret, and locate details on mechanical, plumbing and structural blueprints. DOK2, IPD1-4, RCD1-3 a. Identify the three basic views of a drawing. b. Identify the various lines used on drawings. c. Interpret dimensions and symbols. d. Interpret general and specific notes on drawings. e. Verify dimensions shown on drawings and generate an RFI when discrepancies are found. f. Locate details on drawings. g. Order materials needed as interpreted from specifications/blueprints. h. Interpret isometric views of plumbing drawings. STANDARDS Contren Learning Series Best Practices PLUMBING LEVEL ONE IPD INTRODUCTION TO PLUMBING DRAWINGS ( ) IPD1 Identify pictorial (isometric and oblique), schematic, and orthographic drawings, and discuss how different views are used to depict information about objects. IPD2 Identify the basic symbols used in schematic drawings of pipe assemblies. IPD3 Explain the types of drawings that may be included in a set of plumbing drawings and the relationship among the different drawings. IPD4 Interpret plumbing-related information from a set of plumbing drawings.

27 27 LEVEL TWO RCD READING COMMERICIAL DRAWINGS ( ) RCD1 Interpret information from given site plans. RCD2 Verify dimensions shown on drawings and generate an RFI when discrepancies are found. RCD3 Locate plumbing entry points, walls, and chases. RCD4 Create an isometric drawing. RCD5 Do a material takeoff for drainage, waste, and vent (DWV) and water supply systems from information shown on drawings. RCD6 Use approved submittal data, floor plans, and architectural details to lay out fixture rough-ins, to develop estimates, and to establish general fixture locations. RCD7 Recognize the need for coordination and shop drawings.

28 28 Course Name: Low Pressure Boilers Course Abbreviation: PCT 1411 Classification: Career Technical Core Description: Introduction to safe operation of pressure boilers for heating, steam production, and water heating (1 sch: 2 hr lab) Prerequisite: None Competencies and Suggested Objectives 1. Identify and explain various boiler fittings and accessories, including thermo expansion DOK1, IWH1-2, STT devices. a. Discuss the various types of boilers. b. Identify and explain various boiler, steam, and hot water fittings and piping. c. Identify and explain feed water accessories. d. Identify and explain steam and hot water accessories. DOK1 IWH1-2, STT 2. Explain the operations of a boiler. a. Explain the operation of the draft controls. b. Explain the water treatment procedures. c. Identify and explain boiler and domestic water heater safety. STANDARDS Contren Learning Series Best Practices PLUMBING LEVEL TWO IWH INSTALLING WATER HEATERS ( ) IWH1 Describe the basic operation of water heaters. IWH2 Identify and explain the functions of the basic components of water heaters. PIPEFITTING LEVEL FOUR STT STEAM TRAPS ( ) STT1 Identify types of steam traps. STT2 Install steam traps. STT3 Troubleshoot steam trap systems.

29 29 Course Name: Tacking, Brazing, and Burning Course Abbreviation: PCT 1213 Classification: AOC Core (Plumbing Technical Certificate and Associate Degree) and Career Technical Elective (Plumbing Career Certificate) Description: Striking an arc; tacking metal together; setting up an oxyacetylene torch and burning, brazing, and soldering; and cutting straight and bevel angles on pipe. Safety procedures will be covered and emphasized. (3 sch: 1 hr lecture, 4 hr lab) Prerequisite: None Competencies and Suggested Objectives 1. Demonstrate the safe layout and use of the electric arc machine and the oxyacetylene torch. DOK2, BSM12, OFC a. Lay out, set up, and test the electric arc machine. b Lay out, set up, and test the oxyacetylene cutting torch. DOK3, BSM12, OFC 2. Tack weld pipes in different positions. a. Tack weld pipe in a horizontal position. b. Tack weld pipe in a vertical position. 3. Prepare, solder, braze, and test various joints. a. Prepare and solder a joint. b. Prepare and braze a joint. c. Perform tests on all soldered and brazed joints. STANDARDS Contren Learning Series Best Practices Contren Core DOK2, BSM12, OFC BSM12 Identify other construction hazards on your job site, including hazardous material exposures, environmental elements, welding and cutting hazards, confined spaces, and fires. PIPEFITTING LEVEL ONE OFC OXYFUEL CUTTING ( ) OFC1 Identify and explain the use of oxyfuel cutting equipment. OFC2 Set up oxyfuel equipment. OFC3 Light and adjust an oxyfuel torch. OFC4 Shut down oxyfuel cutting equipment. OFC5 Disassemble oxyfuel equipment. OFC6 Change empty cylinders.

30 OFC7 Perform oxyfuel cutting: Straight line and square shapes Bevels 30

31 31 Course Name: Sketching Course Abbreviation: PCT 1323 Classification: AOC Core (Plumbing Technical Certificate Associate Degree) and Career Technical Elective (Plumbing Career Certificate) Description: Sketching, measuring, and recording required information to supplement oral descriptions and organize ideas to include individual piping components (3 sch: 1 hr lecture, 4 hr lab) Prerequisite: None Competencies and Suggested Objectives DOK2, IPD5-7, RCD Identify, explain, and sketch various piping objects. a. Identify, explain, and sketch isometric and oblique drawings. b. Identify, explain, and sketch 2-D and principal views. 2. Discuss and demonstrate the use of various scales used on piping drawings. RCD4-7 DOK1, IPD5-7, a. Discuss and demonstrate the use of the architectural, engineering, and metric scale. DOK1, IPD5-7, RCD Discuss and demonstrate freehand lettering. a. Discuss and demonstrate vertical lettering. b. Discuss and demonstrate lettering, numbers, and fractions. DOK2, IPD5-7, RCD Sketch various pipes and piping drawings. a. Sketch views of a pipe drawing from given data. b. Sketch an isometric pipe drawing from plan and necessary views. c. Sketch different types of piping connections. d. Design and sketch a piping system. e. Draw pipe from a template. STANDARDS Contren Learning Series Best Practices PLUMBING LEVEL ONE IPD INTRODUCTION TO PLUMBING DRAWINGS ( ) IPD5 Sketch orthographic and schematic drawings. IPD6 Use an architect s scale to draw lines to scale and to measure lines drawn to scale. IPD7 Discuss how code requirements apply to certain drawings.

32 32 LEVEL TWO RCD READING COMMERICIAL DRAWINGS ( ) RCD4 Create an isometric drawing. RCD5 Do a material takeoff for drainage, waste, and vent (DWV) and water supply systems from information shown on drawings. RCD6 Use approved submittal data, floor plans, and architectural details to lay out fixture rough-ins, to develop estimates, and to establish general fixture locations. RCD7 Recognize the need for coordination and shop drawings.

33 33 Course Name: Rigging and Signaling Course Abbreviation: PCT 1812 Classification: AOC Core (Plumbing Technical Certificate Associate Degree) and Career Technical Elective (Plumbing Career Certificate) Description: Basic use of hand signals, rigging, and equipment. (2 sch: 1 hr lecture, 2 hr lab) Prerequisites: None Competencies and Suggested Objectives 1. Explain and identify safe signaling, rigging, and equipment. DOK1,RIG a. Explain and practice safe rigging and signaling. b. Identify and explain rigging equipment. c. Inspect rigging equipment. 2. Describe and apply procedures and equipment for rigging and lifting. a. Select, inspect, use, and maintain a block and tackle. b. Select, inspect, use, and maintain a chain hoist. c. Select, inspect, use, and maintain come-alongs. d. Select, inspect, use, and maintain jacks. e. Select, inspect, use, and maintain a tugger. f. Identify and explain heavy rigging hardware. g. Inspect heavy rigging hardware. h. Read and interpret lifting capacity charts. i. Explain load balancing. j. Rig pipes and valves. k. Plan a rigging job. STANDARDS Contren Learning Series Best Practices DOK2, RIG CORE RIG BASIC RIGGING ( ) RIG1 Identify and describe the use of slings and common rigging hardware. RIG2 Describe the basic inspection techniques and rejection criteria used for slings and hardware. RIG3 Describe the basic hitch configurations and their proper connections. RIG4 Describe basic load-handling safety practices. RIG5 Demonstrate proper use of American National Standards Institute (ANSI) hand signals.